A survey of about 300 students and 14 staff members in one department of a major university revealed some interesting data about advisor‐advisee relationships. The objective was to investigate four areas: (a) student expectations of college advisors, (b) characteristics of good advisors, (c) student roles in advising process, and (d) faculty relationships. The study disclosed that advising was restricted to academic‐educational guidance. Staff members felt a need to expand these relationships to personal, social, and vocational guidance. In view of student demands for more relevant learning experiences, the present system of advising should be reevaluated.
Gifted students at both primary and junior high levels were examined for their ability to use external frames of reference, as measured by their perception and understanding of the principle that still water remains invariantly horizontal. Developmentally, the gifted appear to be similar to non-gifted normal populations in regard to both acquisition of this cognitive task and sex differences. Giftedness is evidently not sufficient to prevent sex differences from developing for this type of cognitive task. Moreover, specific training involving discussion of the task enabled the gifted primary level students to verbalize the rule or principle of liquid horizontality, but it did not influence their ability to apply it functionally. For the junior high students the training was sufficient to erase the sex differences on both the application and verbalization phases of the task. Potential instructional implications of these results are discussed for gifted learners.
Gifted and average-functioning hearing impaired adolescents were examined for their ability to perceive that still water remains horizontal regardless of the degree to which the container is tilted. The impact of bottle shape and subjects' gender on this perception was also assessed. Gifted students were found to perform better on this task than average functioning students and the straight-sided containers were found to induce more errors than containers with curved sides, particularly among the average functioning. Among the average functioning adolescents, females were found to perform at a slightly lower level than males on some bottle positions. implications of the findings and their similarity or dissimilarity to previous research are discussed.Numerous investigations have examined the cognitive and social characteristics of students defined as academically and intellectually gifted. Gifted children have been found to differ from their age peers in abilities, talents, interests, and psychological maturity (Gallagher, 1975;Marland, 1972; Torrance, 1965). Some differential cognitive characteristics of this population included: knowledge of an extraordinary quantity of information; advanced comprehension; high level
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